This study focuses on preschool teachers' perceptions of the feedback they receive about their classroom practices. The feedback being discussed can be provided by anyone -- a supervisor, co-worker, consultant, or therapist, for instance -- as long as it addresses what teachers actually do in the context of classroom activities. The rationale for describing teachers' perceptions of the feedback they receive is simple: as a field, we cannot expect to influence teachers' behavior and improve the quality of preschool environments if teachers perceive our feedback as useless, too infrequent to be helpful, or nonexistent. Regardless of our intent, feedback will not actually succeed in influencing behavior unless it is received and perceived in the manner intended. The first objective of the study was to determine if preschool teachers receive feedback. The second objective was to determine if self-reported receipt of feedback predicts teachers' self-reported use of recommended practices. The specific research questions were 1. Across the nation, are teachers receiving feedback about their use of recommended practices? 2. To what extent is self-reported receipt of feedback associated with teachers' self-reported use of recommended practices? 3. How does receipt of feedback compare with teachers' educational level, degree, and experience in explaining the variance associated with teachers' self-reported use of recommended practices? 4. How does receipt of feedback compare with other strategies used to train teachers about recommended practices? (author abstract)